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Identification of Hispanic English Language Learners in Special Education
المؤلفون المشاركون
Becker, Gail I.
Deris, Aaron R.
المصدر
Education Research International
العدد
المجلد 2019، العدد 2019 (31 ديسمبر/كانون الأول 2019)، ص ص. 1-9، 9ص.
الناشر
Hindawi Publishing Corporation
تاريخ النشر
2019-05-19
دولة النشر
مصر
عدد الصفحات
9
التخصصات الرئيسية
الملخص EN
Overrepresentation of English language learners (ELLs) in special education is a current problem.
Urban school professionals indicated that inappropriate placement is linked to a multiplicity of factors.
Scarce data exist regarding the relationship between school professional efficacy beliefs, the availability of bilingual programs and personnel for ELLs, and successful academic outcomes.
School employees are still confused about the proper placement of English language learners (ELLs).
What is enough time to acquire a second language and learn with success? Without other substantial program choices, children are referred to special education.
Furthermore, many students in need of special education may be overlooked and remain in ESL programs for their entire school career.
The aim of this study was to identify the role staff member’s efficacy plays in the proper determination of an ELL with a language difference or disability.
Child study team (CST) members (n=14) working with a large Hispanic ELL population participated in semistructured interviews to determine the role their efficacy beliefs exert during assessment of linguistically diverse students.
Overwhelmingly, staff members noted that they did not feel competent when making decisions regarding ELLs.
Therefore, staff members placed the children into special education each time.
The practice implications come from the prominent themes that include significant in-district professional development on second language acquisition, facilitation of second language through use of first language through bilingual staff, and committed bilingual programs to meet ELL needs.
Additionally, universities must provide coursework that furthers second language acquisition theories and strategies for all teacher candidate programs.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Becker, Gail I.& Deris, Aaron R.. 2019. Identification of Hispanic English Language Learners in Special Education. Education Research International،Vol. 2019, no. 2019, pp.1-9.
https://search.emarefa.net/detail/BIM-1152054
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Becker, Gail I.& Deris, Aaron R.. Identification of Hispanic English Language Learners in Special Education. Education Research International No. 2019 (2019), pp.1-9.
https://search.emarefa.net/detail/BIM-1152054
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Becker, Gail I.& Deris, Aaron R.. Identification of Hispanic English Language Learners in Special Education. Education Research International. 2019. Vol. 2019, no. 2019, pp.1-9.
https://search.emarefa.net/detail/BIM-1152054
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references
رقم السجل
BIM-1152054
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
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تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر
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